Benefits of Physical Activity

Name: Monica Shanks Unit Plan: Increasing Physical Activity Subject: Health th Grade: 9 12 Time Allotted: 50 minutes

HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.

National Standards:

Students will comprehend concepts related to health promotion and disease prevention to promote a physically active lifestyle.

Objectives:
At the conclusion of the lesson, the learner will 1. describe 3 short-term benefits of physical activity. (assessed with exit ticket) 2. describe 3 long-term benefits of physical activity. (assessed with exit ticket) 3. describe his or her personal physical activity practices and behaviors. (assessed with survey) 4. describe 2 ways an inactive lifestyle leads to chronic disease. (assessed in scenario activity) 5. describe 1 mental benefit of physical activity. (assessed in scenario activity) 6. describe 1 social benefit of physical activity. (assessed in scenario activity)

Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides PPT Presentation: Benefits of Physical Activity (see attached) PPT Notes (see attached) Scenario Worksheets (see attached) Exit Ticket Printouts (see attached) Physical Activity Survey Worksheet (see attached)

References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.

Anticipatory Set (10 min):

Bellwork Put up bellwork slide on PPT projector instructing students to take out their journals and write an entry estimating how many of their peers participate in adequate physical activity. Furthermore, students will write about what they think inadequate physical activity means for their health. When students are finished writing, ask student volunteers to read out their estimates. Compare these numbers to YRBSS data in a classroom discussion.

 YRBS data from 2011 found that while 49.5% of high school students partake in physical activity at least 5 days a week, 13.8% of students do not participate in at least 60 minutes of physical activity any day out of each week, recreational or otherwise. (should partake in at least 60 min. every day) YRBS also found that 13% of high school students are obese and 15.2% are overweight. Therefore, at least 28.2% of students needed to lose weight in order to reach a healthy body mass index. 2011 YRBS data shows that 46% of high school students were actively trying to lose weight one way or another

Review of Objectives (2 min):

Put up Objectives slide on PPT projector and have student volunteers read two objectives each aloud to the class: Student 1: By the end of todays class, I will 1. describe 3 short-term benefits of physical activity. 2. describe 3 long-term benefits of physical activity. Student 2: By the end of todays class, I will 3. describe my personal physical activity practices and behaviors. 4. describe 2 ways an inactive lifestyle leads to chronic disease. Student 3: By the end of todays class, I will 5. describe 1 mental benefit of physical activity. 6. describe 1 social benefit of physical activity.

Input/Model (20 min):

Hand out PPT Notes to class. Put PPT: Benefits of Physical Activity up on projector. Make two columns on white board: Short-Term and Long-Term Ask students for ideas about short-term and long-term benefits of physical activity. Write their suggestions on the board in the appropriate column. *Note: some benefits may be both short and long-term. Compare these answers to those listed in PPT as you begin the lecture. Lecture from PPT slides about: short-term benefits of physical activity long-term benefits of physical activity how an inactive lifestyle leads to chronic disease mental benefits of physical activity social benefits of physical activity Throughout PPT, there will be slides prompting student response: Ex: Has anyone in your life suffered from a disease due to a lack of physical activity? Allow students to answer these questions and discuss their responses briefly.

Personalizing the Lesson (2 min):

During the lecture, ask students, How have you personally benefitted mentally and/or socially from participating in physical activity? OR How could your social life be improved by physical activity? Allow students to report out.

Guided Practice (8 min):

Divide class into small groups of 4-5 students each Hand out a different Scenario Worksheet to each group

 Groups will discuss scenarios amongst themselves and determine ways the person depicted in the scenarios life can be bettered by an increase in physical activity, as required by the worksheet Circulate around the room aiding groups when necessary

Check for Understanding (3 min):

Have each group report their conclusions to the class, verifying that each group has valid responses

Summary (5 min):
Tell the class: Today we have covered the many benefits of physical activity as well as the risks of physical inactivity. Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Hand out Exit Tickets covering objectives 1 and 3. Collect exit tickets as students leave for the day.

Independent Practice (at home):

Hand out Physical Activity Survey as students leave for the day. Explain that this worksheet is to be completed as homework and will address objective 2, as well as requiring students to apply knowledge learned in class by giving personal examples of how increasing their physical activity could benefit them in life.

Characteristics:
Addresses individual values, attitudes, and beliefs Addresses individual and group norms that affect health behaviors. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.

Modifications:
This lesson can be modified by having someone take notes for students with an IEP who have difficulty taking personal notes.

Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students brainstorm ways that choosing to be more physically active can help them personally, both short and long-term, and when sharing ways that physical activity has benefited them in the past. It is also met when students complete the Physical Activity Survey and reflect on ways that personally living a more active lifestyle can benefit their lives.

Types of Physical Activity

Name: Monica Shanks Unit Plan: Increasing Physical Activity Subject: Health th Grade: 9 12 Time Allotted: 50 minutes

HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.

National Standards:
Students will comprehend concepts related to health promotion and disease prevention to promote a physically active lifestyle. Demonstrate the ability to use goal-setting skills to participate in regular physical activity.

Objectives:
At the conclusion of the lesson, the learner will 1. assess his or her personal physical activity practices and behaviors by reflecting on the completed survey. (assessed in journal entry & discussion) 2. describe the recommended amounts of moderate and vigorous physical activity for adolescents. (assessed on exit ticket) 3. differentiate between health and skill-related fitness and describe 2 examples of each. (assessed on exit ticket) 4. describe the recommended amounts of muscle-strengthening physical activity for adolescents. (assessed on exit ticket) 5. summarize physical activities that contribute to maintaining and improving health-related fitness. (assessed in homework activity)

Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides PPT Presentation: Types of Physical Activity (see attached) PPT Notes (see attached) Exit Ticket Printouts (see attached) Physical Activity Mini-Research Assignment (see attached)

References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.

Anticipatory Set (8 min):

Bellwork Put up bellwork slide on PPT projector instructing students to take out their journals and write an entry briefly reflecting upon their homework (Physical Activity Survey). Furthermore,

students will estimate what the recommended amount of physical activity is for adolescents, and whether or not their survey results match up with their estimates. When students are finished writing, ask student volunteers to read out their reflection and estimate. Discuss responses as a class. Tell students: o According to experts, teens should be physically active for at least 60 minutes every day. As a part of that, teens should exercise moderately to vigorously for at least 30 minutes 3 times a week. *will be discussed further during PPT lecture

Review of Objectives (2 min):

Put up Objectives slide on PPT projector and have student volunteers read the objectives aloud to the class: Student 1: By the end of todays class, I will 1. assess my personal physical activity practices and behaviors. 2. describe the recommended amounts of moderate and vigorous physical activity for me and my peers. Student 2: By the end of todays class, I will 3. differentiate between health and skill-related fitness and give 2 examples of each. 4. describe the recommended amounts of muscle-strengthening physical activity for me and my peers. 5. summarize physical activities that contribute to maintaining and improving health-related fitness.

Input/Model (17 min):

Hand out PPT Notes to class. Put PPT: Types of Physical Activity up on projector. Ask students to shout-out different physical activities. Write their suggestions on the board (try to come up with at least 20, offering suggestions if the class gets stuck). (examples: basketball, cheerleading, walking, running, swimming, yoga, cleaning, mowing the lawn) Lecture from PPT slides about: 4 types of physical activity (cardiorespiratory fitness, muscular strength, muscular endurance, flexibility) activities that fall under each of the 4 types (refer to student-generated list on the board) recommended amounts of physical activity for teens aerobic and anaerobic exercise intensity Throughout PPT, there will be slides prompting student response (see Personalizing the Lesson below).

Personalizing the Lesson (3 min):

During the lecture, there will be slides prompting student responses and participation such as: o What are some flexibility-enhancing activities that youve done in the past? Can you demonstrate one for the class?

Guided Practice (13 min):

At the conclusion of the PPT lecture, demonstrate the following with class participation: o Cardiorespiratory activity: Jumping jacks Demonstrate and explain slowly Demonstrate at normal speed Do 20 jumping jacks as a class

Ask class how they feel after. What feels different? What kind of activity is this? How do we know this is focusing on cardiorespiratory health? (heart rate & breathing) Muscular strength activity: Squats Demonstrate and explain slowly Demonstrate at normal speed Do 8 squats as a class Ask class how they feel after. What feels different? What kind of activity is this? How do we know this is focusing on muscular strength? Flexibility Activity: Torso twists Demonstrate and explain slowly Demonstrate at normal speed Do 10 torso twists as a class Ask class how they feel after. What feels different? What kind of activity is this? How do we know this is focusing on flexibility? Explain that muscular endurance is improved by activities like carrying a backpack, walking, running, or swimming for longer periods of time.

Check for Understanding (incl. above):

This will be assessed during guided practice, as students respond to questions after each activity.

Summary (5 min):
Tell the class: Today we have covered the many types of physical activity as well as the amounts of physical activity you should be participating in each day or week. Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Hand out Exit Tickets covering objectives 2, 3 and 4. Collect exit tickets as students leave for the day.

Independent Practice (at home):

Hand out Physical Activity Mini-Research Worksheet as students leave for the day. Explain that this worksheet is to be completed as homework and will address objective 5, as well as requiring students to apply knowledge learned in class by determining how various activities apply to their health.

Characteristics:
Addresses individual values, attitudes, and beliefs Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.

Modifications:
This lesson can be modified by having someone take notes for students with an IEP who have difficulty taking personal notes.

Theoretical Domains:

 Self-Efficacy/Internal Control: This domain is met when students practice various physical activities in class, as well as when students research various activities at home to determine their benefits. Attitude Regarding Behavior: This domain is met when students research the benefits of various physical activities as well as the practicality of incorporating such activities into their lives.

Barriers to Physical Activity

Name: Monica Shanks Unit Plan: Increasing Physical Activity Subject: Health th Grade: 9 12 Time Allotted: 50 minutes

HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.

National Standards:

Demonstrate the ability to use decision-making skills to participate in regular physical activity. Demonstrate the ability to use goal-setting skills to participate in regular physical activity.

Objectives:
At the conclusion of the lesson, the learner will 1. analyze how family, culture, media, peers, and personal beliefs affect a decision related to physical activity. (assessed in group scenario assignment & group role-play on following day) 2. examine barriers to making a decision to be physically active. (assessed in group scenario assignment & group role-play on following day) 3. generate possible alternatives when making a decision to be physically active. (assessed in group scenario assignment & group role-play on following day) 4. predict short and long-term consequences of possible decisions in regard to physical activity. (assessed in group scenario assignment & group role-play on following day) 5. set a realistic personal goal to be physically active to be reached in one months time. (assessed on Personal Goal Worksheet assignment)

Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides PPT Presentation: Barriers to Physical Activity (see attached) Scenarios (for group work) (see attached) Role-Play Scenarios (for graded role-play) (see attached) Role-Play Rubrics (see attached) Personal Goal Worksheet (see attached)

References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.

Anticipatory Set (6 min):

Bellwork Put up bellwork slide on PPT projector instructing students to take out their journals and write an entry describing something or someone that has affected whether or not they have been physically active at different times.

 When students are finished writing, ask student volunteers to read out their reflection and estimate. Discuss responses as a class.

Review of Objectives (2 min):

Put up Objectives slide on PPT projector and have student volunteers read the objectives aloud to the class: Student 1: By the end of todays class, I will 1. analyze how my family, culture, the media, my peers, and my personal beliefs affect my decisions related to physical activity. 2. examine barriers to making a decision to be physically active. Student 2: By the end of todays class, I will 3. generate different options when making a decision to be physically active. 4. predict short and long-term consequences of possible decisions in regard to physical activity. 5. set a realistic personal goal to be physically active to be reached in one months time.

Input/Model (10 min):

Put PPT: Barriers to Physical Activity up on projector. Building off journal discussion, lecture from PPT slides about: what an, outside influence is familial, cultural, media, and peer influences on physical activity Throughout PPT, there will be slides prompting student response (see Personalizing the Lesson below).

Personalizing the Lesson (3 min):

During the lecture, there will be slides prompting student responses and participation such as: o What kind of activities does your family participate in as a group? How does your family affect your level of physical activity? How does the media affect your thoughts and feelings related to physical activity?

Guided Practice (7 min):

At the conclusion of the PPT lecture, divide class into groups of ~4 students each. Distribute Scenario Worksheets to each group. Group will work together to determine the barrier(s) in the given situation. Group will generate at least 3 possible solutions in the given situation. Group will analyze the short and long-term consequences of each possible solution. Group will determine the best option for overcoming the barrier. When groups have finished, they will each report back to the class. Discuss conclusions as a class.

Check for Understanding (5 min):

Students will report their findings to the class at the conclusion of the guided practice activity.

Independent Practice (15 min & into next class):

Shuffle class into 5 groups using colored paper clips. Pass out role-play rubric to each group. Give each group a different scenario depicting a teen (or teens) who must overcome a barrier to being physically active.

Group will work together to develop a thought-out role-play demonstrating the depicted scenario, how to generate possible solutions, and how to overcome the barrier. While not all group members must act out the role-play, they must participate in the planning, as the group will be judged as a whole. Role-plays will be presented on the following day.

Summary (2 min):
Tell the class: Today we have covered potential barriers to physical activity and how to deal with those barriers. Please be thinking about what we discussed today in preparation for your role-play tomorrow, and as you complete your Personal Goal Worksheets for homework Hand out Personal Goal Worksheet covering objective 5.

Characteristics:
Addresses individual values, attitudes, and beliefs Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.

Modifications:
This lesson can be modified by dividing group roles appropriately for students with an IEP who have difficulty performing certain tasks.

Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students brainstorm and practice ways to overcome barriers to being physically active. Attitude Regarding Behavior: This domain is met when students analyze why they make the decisions they do regarding physically activity. External Influences: This domain is addressed when students analyze how their family, culture, media, and peers influence their personal choices.

Decision Making in Regard to Physical Activity

Name: Monica Shanks Unit Plan: Increasing Physical Activity Subject: Health th Grade: 9 12 Time Allotted: 50 minutes

HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.

National Standards:

Demonstrate the ability to use decision-making skills to participate in regular physical activity.

Objectives:
At the conclusion of the lesson, the learner will 1. generate possible alternatives when making a decision to be physically active. (assessed in group role-play & exit ticket) 2. predict short and long-term consequences of possible decisions in regard to physical activity. (assessed in group role-play) 3. analyze the value of applying thoughtful decision making to a situation related to physical activity. (assessed in reflection paper & exit ticket)

Materials:
Bellwork & Objectives PowerPoint (PPT) Slides Exit Ticket Printouts (see attached) Reflection Paper Assignment (see attached)

References:
ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.

Anticipatory Set (8 min):

Bellwork Put up bellwork slide on PPT projector instructing students to sit with their role-play groups and get out role-play materials (rubric, scenario, etc). Allow groups time to finalize/practice their role-play, ensuring that all required elements are covered.

Review of Objectives (2 min):

Put up Objectives slide on PPT projector and have student volunteers read the objectives aloud to the class: Student 1: By the end of todays class, I will 1. generate possible alternatives when making a decision to be physically active. 2. predict short and long-term consequences of possible decisions regarding physical activity.

Student 2: By the end of todays class, I will 1. analyze the value of applying thoughtful decision making to a situation related to physical activity.

Independent Practice (25 min):

Groups will present their role-plays, demonstrating how to successfully overcome barriers in regard to physical activity.

Input/Model (5 min):
Briefly explain to the class how overcoming barriers contributes to both positive decision making and reaching goals. o Determining the right decision is the easy part; sticking with it is the challenge. o Using strategies demonstrated in role-plays will help you continually make the right decision and break through barriers that often stop us from achieving our goals.

Personalizing the Lesson (3 min):

During input/model, ask students personal questions o How many of you have made a decision to do something you know is the healthy choice, and ended up back to old habits when something throws you off your game? o Can you relate to the situations in the role-plays? Even if they were about something else, like doing homework on time or eating healthier?

Check for Understanding (incl. above):

This will be assessed during role-play activities as well as when students respond to discussion questions during input/model.

Summary (2 min):
Tell the class: Today we have covered various ways to overcome barriers when making decisions regarding physical activity. Please consider our classroom activities and discussions when completing your reflection papers this evening. Hand out reflection paper assignment for homework, covering objective 3.

Guided Practice (5 min):

Hand out exit tickets covering objectives 1 & 3 and tell students: Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Students will list at least 3 strategies for overcoming barriers to physical activity as identified in role-play activities, as well as writing at least one sentence explaining why it is important to make thoughtful decisions on physical activity. As students complete exit tickets, circulate around the room helping students when needed.

Independent Practice (at home):

Students will reflect upon the days role-play activity as well as the classroom discussion. The main focus on this activity is analyzing why thoughtful decision making is important to ones personal physical activity choices.

Characteristics:
Addresses individual values, attitudes, and beliefs

 Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.

Modifications:
This lesson can be modified by having students with an IEP who have difficulty writing lengthy papers make a bulleted list rather than a full paper.

Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students practice strategies for overcoming barriers to physical activity in their role-plays. Attitude Regarding Behavior: This domain is met when students analyze why thoughtful decisions regarding physical activity are important. External Influences: This domain is met when students practice overcoming barriers caused by external factors (ex: peer pressure).

Incorporating Physical Activity into Daily Life

Name: Monica Shanks Unit Plan: Increasing Physical Activity Subject: Health th Grade: 9 12 Time Allotted: 50 minutes

HBOs:
1. Engage in moderate to vigorous physical activity for at least 60 minutes every day. 2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility, muscle endurance, and muscle strength. 3. Follow a physical activity plan for healthy growth and development.

National Standards:
Students will comprehend concepts related to health promotion and disease prevention to promote a physically active lifestyle. Demonstrate the ability to use goal-setting skills to participate in regular physical activity.

Objectives:
At the conclusion of the lesson, the learner will 1. summarize at least 3 ways a person can incorporate physical activity into daily life (without relying on a structured exercise plan or special equipment). (assessed when carousel activity is processed, in exit ticket, & when plan is graded according to a rubric) 2. develop a month-long plan to attain a personal goal of being physically active. (assessed when plan is graded according to a rubric) 3. asses possible long-term barriers to achieving a personal goal of being physically active. (assessed when plan is graded according to a rubric)

Materials:
Class Journals Bellwork & Objectives PowerPoint (PPT) Slides Carousel Activity Sheets Exit Ticket printouts (see attached) Physical Activity Plan Assignment w/Rubric (see attached)

References:
Centers for disease control and prevention. (2012, August 7). In Physical activity. Retrieved December 4, 2012, from http://www.cdc.gov/physicalactivity/. ETR associates. (2008). HealthSmart high school: Nutrition & physical activity. Scotts Valley, CA: ETR associates.

Anticipatory Set (8 min):

Bellwork Put up bellwork slide on PPT projector instructing students to take out their journals and write an entry describing at least 2 ways that they personally plan to become more physically active in the future. When students are finished writing, ask student volunteers to read out their entries. Discuss responses as a class.

Review of Objectives (2 min):

Put up Objectives slide on PPT projector and have student volunteers read the objectives aloud to the class: Student 1: By the end of todays class, I will 1. summarize at least 3 ways a person can incorporate physical activity into daily life (without relying on a structured exercise plan or special equipment). Student 2: By the end of todays class, I will 1. develop a month-long plan to attain my personal goal of being physically active. 2. asses possible long-term barriers to achieving my personal goal of being physically active.

Input/Model (5 min):
Explain the difference between a structured exercise plan and incorporating physical activity into daily life to the class. o structured: going to the gym; following an exercise program (P90X); utilizing special equipment o incorporating: walking rather than driving; parking further away from the door; clean the house; walking with friends as a social activity

Guided Practice (20 min):

Divide students into 6 small groups. Post 6 different sheets around the room. Groups will rotate to each sheet, listing how each of the following people can increase their physical activity levels: o High school student o Elementary school student o Middle school student o Teacher o Business person o Parent

Check for Understanding (8):

At the last station, each group will read the listed responses aloud to the class. Discuss responses. Focus on high school sheet in particular. Ask students: o Do any of you do any of these things now? o Do any of you plan to do any of these things in the future? o Are there any of these suggestions that you just know you would never do? Why or why not? o Do you think these ideas are practical for all high school students? Why or why not?

Personalizing the Lesson (incl. above):

Questions listed above prompt student participation and personal reflection.

Summary (5 min):
Tell the class: Today we have covered the many ways you can increase physical activity in your life. Please fill out these exit tickets to show me what youve learned, and place them in the basket on your way out the door. Hand out Exit Tickets covering objectives 1. Collect exit tickets as students leave for the day.

Independent Practice (2 min & at home):

Hand out Physical Activity Plan assignment. Explain that this project is to be completed as homework and will address objectives 2 & 3. Using the goal developed earlier in the week and incorporating strategies covered in class, students will develop a month-long plan to increase physical activity and reach their personal goal.

Characteristics:
Addresses individual values, attitudes, and beliefs Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students by focusing on personal experiences. Provides age- and developmentally-appropriate information, learning strategies, teaching methods, and materials.

Theoretical Domains:
Self-Efficacy/Internal Control: This domain is met when students practice develop a personal plan for increasing their physical activity. Attitude Regarding Behavior: This domain is met when students discuss how easy or difficult it would be to implement strategies mentioned in the carousel activity, and whether or not they could really use these strategies.